Active learning in higher education by solo taxonomy:

Abstract

The objective of the study is to use the Structure of Observed Learning Outcomes (SOLO) taxonomy, a significant tool used in differentiating curriculum and providing cognitive challenges to the learners, to motivate students for active classroom learning in engineering subjects. Normal and SOLO taxonomy structure modes are alternately and exclusively used for preparing question papers of four class tests in an undergraduate materials science and engineering course. The performance of one hundred students on those tests is compared. Additionally, a separate feedback survey is conducted to understand students’ satisfaction and learning. Performance-wise, students are observed to learn better using SOLO taxonomy. The feedback indicates that this taxonomy promotes, engages, and enhances the cognizance quality of the students and orients them to accept learning challenges